In Their Words: Assessing Undergraduate Intellectual Curiosity Across Home, Classroom, and Digital Landscapes

Abstract

This study explored intellectual curiosity among undergraduate students, focusing on the interplay of home, school, and digital environments, particularly in the post-pandemic educational context. Employing a sequential exploratory mixed-method design, data were collected from undergraduates at a southeastern U.S. university through surveys, interviews, and reflective journals. The research examined how cultural backgrounds, family dynamics, personal relationships, and digital tools influenced students' learning engagement and intellectual curiosity. Findings revealed that supportive professors, experiential learning opportunities, and the integration of digital technologies play pivotal roles in fostering intellectual curiosity. Students expressed a strong desire to explore new ideas, yet many identified rigid academic structures and outdated teaching methods as barriers to engagement. Family and peer relationships further shaped students' academic motivation, with digital tools such as YouTube, TikTok, and Google serving as significant resources for informal learning. The quantitative analysis highlighted that meaningful professor-student interactions and effective technology integration significantly predicted student engagement. The study underscores the importance of creating culturally responsive, flexible, and interactive learning environments that connect personal, academic, and digital space. The study emphasizes the value of integrating digital tools, cultivating professor-student relationships, and designing innovative teaching strategies to enhance intellectual curiosity. These insights highlight actionable ways educators can create personalized and engaging academic experiences in an increasingly interconnected educational landscape.